Sensory Needs: Asking for What Helps

Five scenarios about asking for a sensory support at school, at work or with friends, such as headphones or a quieter spot.

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The fire drill alarm is painful for you. What could you ask your teacher ahead of time?

This pass0 correct · 0 cued · 0 incorrect · 0/5
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Session summary (SOAP)

Stays on this screen. Nothing is saved or sent.

Mark a card Correct, Correct with cue or Incorrect and the summary writes itself here.

How to run it

Read each scenario and ask whether it fits the student's experience; adapt the ones that do not. After choosing, help the student write their own request for the sensory situation that matters most to them. Practise asking ahead of time, such as before a fire drill, since planned supports are often easier to arrange than in-the-moment ones.

Cueing ladder

Start at the top. Add support one step at a time.

  1. Step 1IndependentSet up the situation and wait for the student to respond on their own.Log as correct
  2. Step 2Nonverbal cueUse a look, a gesture or a point to the visual cue card.Log as cued
  3. Step 3Indirect promptAsk 'What could you say now?' or 'How do you think they feel?'Log as cued
  4. Step 4ModelShow what to say or do, then run the moment again so the student can try it.Log as cued

Adjust it

Easier

Give a script or two choices of what to say, and practise with you before a peer.

Harder

Role-play with a new partner, or add a twist the student has not planned for.

Matching IEP goal

Given school and community scenarios, Student will state a need or a plan clearly to the right person in 4 of 5 opportunities across 3 consecutive sessions, given no more than an indirect prompt.

Send it home through the parent portal →

About this activity

Five scenarios about sensory needs: a painful fire drill alarm, a strong smell in the art room, focusing better with headphones, a loud party, and an itchy work shirt. The strongest response names what would help and asks the right person, ideally before things get hard. Sensory differences are real and valid. The board practises the short, clear requests that make supports possible without the student having to explain or justify their whole experience.

What to listen for

Notice whether the student picks say nothing and stay, which may reflect years of being expected to cope. Listen for whether their request is specific, such as headphones during independent work, rather than general. Telling a friend and leaving is a strong choice in social settings and worth naming as such.

Carrying it home

Talk with your teen about which sounds, smells, lights or textures bother them most and what helps. Practise the request they would use with a teacher or boss. At home, honour the supports they ask for, so asking feels normal rather than risky.

What's in this activity

  • The fire drill alarm is painful for you. What could you ask your teacher ahead of time?
    • Could you let me know before drills so I can wear headphones?
    • Nothing. Hope the next drill is quieter.
    • Stay home on drill days.
  • A strong smell in the art room makes it hard to focus. What could you say?
    • Leave without telling anyone.
    • Could I sit near the open door today?
    • Say nothing and stay.
  • You focus better with headphones during independent work. What could you ask?
    • Wear them and hide them.
    • Never bring headphones.
    • Is it okay if I wear headphones while I work alone?
  • A party is too loud for you. What could you say to a friend?
    • I need some quiet. I'm going outside for a bit.
    • Leave without telling anyone.
    • Stay and say nothing.
  • Your work uniform shirt is itchy and distracting. What could you ask your manager?
    • Quit.
    • Is there a different shirt or fabric I could wear?
    • Wear it and say nothing.

Questions

Who is this for?
Students in grades 6 through 12 working on self-advocacy, including autistic students and anyone with sensory sensitivities.
Should students explain their diagnosis when asking?
Not unless they want to. Saying what helps, such as headphones or a quieter seat, is enough.
Is it free?
Yes. It plays free in the browser with no login. An account adds session data, goal scoring and assignment to a student.

Use this board with your caseload

With a free account, every correct, cued and incorrect mark is saved to the student and scored against their IEP goal, with the data written up for you. Assign it as home practice through the parent portal.

Track progress free

Free for SLPs. No card, no trial clock.